ERIC ED420061: Improving ISTEP Scores through Remediation: An Evaluation of the Language Arts Remediation at Chauncey Rose Middle School, Vigo County School Corporation.

13 Pages·1998·0.3 MB·English

by  ERIC

DOCUMENT RESUME
CS 216 350
ED 420 061
Emmert, Bryan E.
AUTHOR
Improving ISTEP Scores through Remediation: An Evaluation of
TITLE
the Language Arts Remediation at Chauncey Rose Middle
School, Vigo County School Corporation.
1998-00-00
PUB DATE
NOTE
12p.
Research (143)
Reports
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Classroom Techniques; Educational Research; Grade 6; Grade
DESCRIPTORS
7; Intermediate Grades; Junior High Schools; *Language Arts;
*Mathematics; Middle Schools; *Program Evaluation; *Remedial
Instruction; *Remedial Programs; Student Improvement;
Tutoring
*Indiana Statewide Testing for Educ Progress; Indiana (Terre
IDENTIFIERS
Haute); Pullout Programs; Vigo County School Corporation IN
ABSTRACT
A study examined the effects of a remediation program
initiated at Chauncey Rose Middle School, Terre Haute, Indiana, during the
1996-97 school year. After the ISTEP test was administered to the sixth-grade
class, a pull-out program for remediation was started the following year
using grant monies. Subjects were 14 sixth graders, selected because of low
scores. The students in the remediation program received extra tutoring in
language arts and math essential skills. Students in the remediation program
were then given a local test in seventh grade. Results of the local test
indicated that the remediation in language arts revealed little change in
means. (Contains a table of data and seven references; appended is a graph of
results.)
(Author/CR)
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Improving ISTEP Scores Through Remediation
An Evaluation of the Language Arts Remediation at Chauncey Rose Middle
School, Vigo County School Corporation
by: Bryan E. Emmert
U.S. DEPARTMENT OF EDUCATION
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Office of Educational Research end Improvement
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Abstract
This article looks at the effects of a remediation program initiated at
Chauncey Rose Middle School, Terre Haute, IN during the 1996-1997 school
year. After the ISTEP test was administered to the sixth grade class, a
pull-out program for remediation was started the following year using grant
monies. The students in the remediation program received extra tutoring in
Language Arts and Math essential skills. Students in the remediation
program were then given a local test in seventh grade. The results of the local
test concluded that the remediation in Language Arts revealed little change in
means.
Background of the Problem
After the release of the results of the ISTEP scores of 1996, it was
found that approximately one-third of Indiana students lack essential language
and math skills (Wilhelmus, Huffman, 1996). To help those students reach
the essential skills in Language Arts and Math, many schools started
programs to remediate students in these areas. The Indiana Academic
Standards for sixth graders in English is scaled at 480. It
was estimated by
the State Board of Education that 36% were below these standards
(Wilhelmus, Huffman, 1996).
It was found that of all the sixth graders who took the ISTEP exam in
the fall of 1996, only 62 percent performed above the Indiana Academic
Standards in English and 62 percent performed above those
same standards in
Math. The percentage scoring below the Indiana Academic Standards in both
English and Math was 37 leaving 1 percent undetermined (Wilhelmus,
Huffman, 1996).
The mean for Reading on the 1995 ISTEP exam was 58.4 but the mean
for Reading in 1996 was 56.9. The mean
score for Language in 1995 was
60.7. The mean score for 1996 was 58.3 (Wilhelmus, Huffman, 1996). By
comparing the mean scores (normal curve equivalent) we can
see that sixth
graders scored lower on the 1996 ISTEP exam. According to Dr. Suellen
Reed, Superintendent of Public Instruction, these results
may reflect the
one-time changing from spring testing to fall testing (Wilhelmus, Huffman,
1996).
3
Remediation and enrichment courses were a way to educate those
students who scored poorly on the ISTEP exam in Language Arts and Math.
Scores on the 1996 exam for Chauncey Rose Middle School showed that
many students needed more essential skills in the Reading and Language
portion of the ISTEP. Normal curve equivalents for Chauncey Rose Middle
School for the sixth graders of 1996 was 48.7 for Reading and the normal
curve equivalents in Language Arts was 47.6. Although these scores are
below the means for the entire state, Chauncey Rose did meet, and score
higher, than their anticipated mean equivalents.
Grant money from the I Step Up Grant was used to hire three teachers
at Chauncey Rose for remediation in Language Arts. Those students who
were recognized as needing remedial skills in this area were selected using
four items: ISTEP scores, teacher recommendation, current grades, and
parent permission.
Remediation class sizes were to be limited to 12 students during any
one period. The remediation program for Language Arts, 'STEP+
Remediation Program for Middle School Students, was designed to improve
students reading, writing, and test taking ability. Items taught were spelling
rules, punctuation rules, group and individual reading, and journal reflections
(Vigo County School Corporation Curriculum, 1996).
Remediation teachers were given material and class space for the
program on site in the schools. The estimated cost for the supplies was
$7,320 dollars (Reed, 1996). Many of the students met with the remediation
teacher during their Language Arts class time. If the schedule did not permit
them to meet at that time, they would be pulled out of their related arts
classes (Art, Music, Industrial Technology, Consumer Sciences).
Several other schools in the Terre Haute area started similar programs.
Other schools in the Vigo County School Corporation who benefited from the
I Step Up Grant were Deming Elementary, Warren Elementary, West Vigo
Elementary, and West Vigo Middle School (Director Secondary Ed., 1996).
In Shelbyville, Indiana, an after school program was set up for enrichment
and remediation for students who scored poorly on the ISTEP. This program
was used in place of summer school for those students in need of essential
skills remediation (McNeil, 1997)
4
A 1993 study examined remedial arrangements offered in various
middle schools. These arrangements covered multiple options within the
school day (pull out programs and extra classes), before and after school
opportunities, including extra homework in the evening, and extended
programs such as Saturday classes and summer school (Dickinson, 1996).
The most widely used program for Chauncey Rose Middle School was the
pull out program during school.
The remediation of Language Arts skills took place throughout the
1996-1997 school year. One thing that conflicted with the remediation
program at Chauncey Rose was the lack of training given to the teachers of
remediation. Materials, books, and supplies were abundant for the classes,
but the teachers lacked in using those supplies to their potential.
The basis of this study was to determine the effectiveness of the
remediation program at Chauncey Rose Middle School. During the first nine
weeks of the 1997-1998 school year, Chauncey Rose seventh graders took a
local test equivalent to the sixth grade ISTEP in Language Arts and
Mathematics. If the remediation program at Chauncey Rose Middle School
was successful, then those students in the remediation class should score
equal to, or higher, than their sixth grade ISTEP scores.
Statement of the Problem
The purpose of the study was to investigate the scores of those students
in the remediation program using their sixth grade ISTEP scores and scores
off the local seventh grade test. Although the local test did test material
pertinent to seventh grade Language Arts, the test did offer questions equal to
those of the sixth grade ISTEP exam.
Did remediation in sixth grade over Language Arts skills improve test
scores for the local test? Dickinson states that given the range of remedial
arrangements reported by middle level school in his study, it is easy to see
that middle school is known as the school that is most sensitive to learner
needs (Dickinson, 1996). Did Chauncey Rose meet the needs of the students
in the remediation class?
5
The problem seen at Chauncey Rose was the number of students
scoring below the National Mean (50) in Language Arts
on the ISTEP exam
in sixth grade. Many could say that this could be a direct result of the
learning of skills in elementary. The remediation program sought out those
students to improve their skills in Language Arts so to improve their
scores
on the ISTEP exam given in eighth grade.
The pull out program started at Chauncey Rose was unique for their
needs. The hiring of the additional three teachers for remediation
gave those
students in the program a more one-on-one approach in reviewing essential
skills in Language Arts. Many of the students also engaged in enrichment
activities in the team based guidance (TBG) period at Chauncey Rose.
One day a week, students in their last period of the day, TBG,
reviewed skills in Language Arts and Mathematics. Worksheets, math
problems, and problems in language arts were given to the students
as in class
homework. The core teams in sixth grade, seventh grade, and eighth grade
reviewed the work and gave attention to those students lacking in skills
during homeroom time.
The study focused on the effectiveness of the remediation
program,
specifically, the study investigated the following hypothesis:
There is a significant relationship between the ISTEP Language
Arts scores and the local test scores after remediation.
Methodology
The experimental group consisted of fourteen sixth graders (eight boys
and six girls) who participated in the Chauncey Rose Middle School
remediation of Language Arts after results of the ISTEP
exam were returned.
All fourteen were selected because of low
scores in English and Reading on
the ISTEP exam.
Remediation in Language Arts continued throughout the rest of the
fourteen students sixth grade school year. When returning to classes the Fall
of 1997, all seventh graders took an exam in Language Arts and Mathematics
for enrichment scores and proficiency. That test will be called the Local
Seventh Grade Exam.
6
Pre-test (ISTEP) and post-test (local exam) scores were compared to
determine if the tests had any relationship in results and to determine the
effectiveness of the remediation program of the sixth graders in Language
Arts. It should be stated that the local test scores will also be used as a
pre-test for seventh grade Math and Language Arts for the Chauncey Rose
Seventh Grade Team.
Scores used from the ISTEP were the NCE (Normal Curve
Equivalents). Scores used from the local exam were z-scores and calculated
NCE's. Tests administered on the scores were Pearson Correlation
Coefficients for relationships between ISTEP NCE's and local exams-scores.
A paired t-test was administered on NCE's of both exams for significance.
Results
The pre-test ISTEP Language and Reading Normal Curve Equivalents
(NCE) established the students for remediation. On Table 1, those NCE
scores are given under ISTEP Scores. All of the students, except for three,
scored under the standard mean of 50. The lowest mean for the students in
remediation was 25 and highest was 57. The average mean for the
remediation students in Language Arts and Reading on the ISTEP was 41.
The post-test scores for the local exam are given as z-scores on Table
The Pearson Correlation Coefficient test was used to determine the
1.
relationship of the ISTEP and local exams. It was found that the exam scores
were highly related for all fourteen students.
The z-scores were also calculated into NCE scores. Those are given
on Table 1 as Local NCE. The average mean for the local exam for the
fourteen remediation students was 40.5. After a paired t-test analysis, it was
found that there were no significant change in NCE scores at the .01,
or .05
level.
ISTEP NCE scores and Local NCE scores are represented on the graph
in the Appendix section. Represented in graph form, the scores are related in
all but three students. Students two and ten scored very high on the ISTEP,
but poorly on the local exam. Student eleven, scored just below average on
the ISTEP exam, but very high on the local exam.
7
Table 1
LOCAL Z-SCORES
!STEP SCORES LOCAL NCE
25 -1.42 20
57
43
-0.31
-0.95
30
30
-0.77
39 34
-0.12
47
50
-1.42
20
31
-0.95
25
30
-1.33
22
28
43
53
-0.31
-0.77
54 34
43
0.53
61
-0.49
40
30
-0.95
36 30
53
0.16
40
DiscussionsConclusion4millecommendationa
Results of this study provide evidence that the remediation
program
at Chauncey Rose Middle School had little effect on the
mean scores of the
local exam post-test. But this study did conclude that the
mean scores of both
the ISTEP and local test were related.
One conclusion of this study is that remediation should start earlier in
the education of low essential skills students. Pull-out
programs, after school
programs, and summer school, should be a part of the essential skills learning
of the at-risk student in the early
years after ISTEP scores are received in the
third grade.
The remediation programs at Chauncey Rose Middle School, and the
other schools in the Vigo County School Corporation,
are no longer running
8
Lack of funds and teacher reductions have made it hard for the
programs to
exist. Enrichment and remediation activities during the TBG period
are
starting again at Chauncey Rose for all seventh grade students in Language
Arts and Mathematics.
The enrichment activities in seventh grade will give all students
remediation in Language Arts. A post-test is planned to be administered in
the Spring of 1998 to determine the results of the enrichment and the
curriculum of seventh grade Language Arts and Mathematics. Scores from
the local seventh grade exam and the post-test will used for enrichment and
remediation activities for the students entering eighth grade.
9
References
Vigo County School Corporation. ISTEP+ Remediation Program for
Middle School Language Arts Students. Secondary Curriculum
Guide, 1996.
Dickinson, Jenkins, McEwin (1996) America's Middle Schools: Practices
and Progress: A 25 Year Perspective. Columbus, Ohio: National
Middle School Association.
Director of Secondary Education: Vigo County School Corporation (1996)
Educate Indiana Grants: District -Wide Committee Report. Terre
Haute, Indiana.
Director of Secondary Education: Vigo County School Corporation (1996)
ISTEP+ Remediation Pull-Out Program. Terre Haute, Indiana.
McNeil, Michele (August 6, 1997). Summer School to be After School Next
Spring. Star News [Online]
Available: www. citycircle.com/
education /county /shelby /southwestern. htm.
Wilhelmus, Huffman (1997). One-Third of Indiana Students Fail to Meet
State Standards. News report [Online]
Available: www. doe.state.
in. us/reed/newsr/97March/istep1.html.
Reed, Dr. Suellen (December 18, 1996.) ISTEP+ Achievement Standards
for Fall 1996: Graduation Examination Procedures. Memorandum,
Indiana Department of Education.